Espinosa, G., Miranda, L. (2022). Teacher evaluation in Peru: prospects and challenges. In Manzi, J., Sun, Y., García, M.R. (Eds.) Teacher evaluation around the world: teacher education, learning innovation and accountability. Springer, Cham. https://doi.org/10.1007/978-3-031-13639-9_10

Since 2000, with the recognition that teaching in Peru—which was greatly devalued at the time—needed to be professionalized, teacher evaluation policies have been initiated within a broader context of concern for teacher development. However, it was not until the implementation of the Ley de Reforma Magisterial (LRM, Teacher Reform Law) of 2012 that teacher evaluation policies were clearly and more systematically implemented. The LRM unified all the teachers in the public system under the Carrera Pública Magisterial (CPM, Public-School Teaching Career) regime governed by the principle of merit. Under this framework, a complex system of teacher evaluations was established, which regulates, among other processes, the admission, permanence and promotion of teachers within the career regime. The advances and achievements of the new evaluation system are significant, and their impacts are unquestionable; however, the implementation process has revealed a series of challenges for teacher development policy that must be addressed to promote the desired professionalization of teachers and rethink the role of evaluation within it. This chapter analyzes, first, the context of creation and development of the teacher evaluation system in Peru. Then, the evaluation system developed in the framework of the CPM is presented, with special attention to its purposes, instruments, characteristics and results. Finally, a full accounting of the system is taken along with some of the challenges that this new phase is confronting from a broader policy vision of teacher development.